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A Framework for Using iPads to Build Early Literacy Skills.

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Title: A Framework for Using iPads to Build Early Literacy Skills.
Authors: Northrop, Laura, Killeen, Erin
Source: Reading Teacher. Apr2013, Vol. 66 Issue 7, p531-537. 7p. 2 Charts.
Subjects: Reading software, iPads, Computers & literacy, Teaching methods, Direct instruction, Computers in education, Reading (Early childhood), Reading (Primary)
Abstract: The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at all, when using apps. This article uses the gradual release of responsibility framework as a way to integrate iPads into early literacy classrooms. The sequence of direct instruction with modeling and teacher think alouds, followed by guided and independent practice, offers teachers a way to differentiate instruction and ensure that all students are effectively working on literacy concepts targeted to their individual instructional level. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Framework for Using iPads to Build Early Literacy Skills.
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  Data: The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at all, when using apps. This article uses the gradual release of responsibility framework as a way to integrate iPads into early literacy classrooms. The sequence of direct instruction with modeling and teacher think alouds, followed by guided and independent practice, offers teachers a way to differentiate instruction and ensure that all students are effectively working on literacy concepts targeted to their individual instructional level. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/TRTR.1155
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        Text: English
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              Text: Apr2013
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